Mathematics, Science and Gender as Subject Areas - Literature review Example

Name of Student) (Course) (Lecturer) (Date) Моnitоring and Еvаluаting Rеsеаrсh fоr and by Теасhеrs Introduction Mathematics and science are subject areas that experience high level of inequality in relation to gender. The inequality arises in terms of participation and performance. Achievement in these subjects may be equal for different genders but more male are presumed to take mathematics and science subjects forward to advanced levels (Cox et al, 2011). This and other issues concerning education, like critical thinking, government funding of private schools, approaches to teaching science subjects and prevalence of chronic illness are the main concern of this writing. This paper is designed to identify the main concerns in the selected articles, the details of the research report, the research methodologies used by the authors highlighting the possible strengths and weaknesses, and the implications as well as the recommendations to the teaching and learning fraternity. Main concerns expressed in the articles The selected articles contain information that is education based and in particular the issues developed from reading the articles concerns the perception by the society on gender participation and performance in both mathematics and science subjects. In Cox et al (2011) article, “Victoria Certificate of Education: Mathematics, Science and gender”, various forms of assessment incorporated in mathematics and science subjects are highlighted. The authors in the article are concerned with the existing patterns of gender variations in mathematics and science subjects with focus to the Victoria Certificate of Education (VCE). In the article by Daniel et al (2004) the issue of critical thinking is analyzed considering mixed reactions from authors in other publications. The authors in the article are concerned with clarifying Lipman’s criteria relating to critical thinking and its application by pupils in schools (Daniel et al, 2004, p.296). Shiu (2004), in the article, “Positive interventions for children with chronic illness: Parents’ and teachers’ concerns and recommendations”, is interested in analyzing the prevalence rate of chronic illness among pupils in schools. The author is mainly concerned with increased in infections in schools which affects the quality of education for students. The issue of teaching science subjects is discussed by Suen (2004) in his article, whereby experimental inquiry approach (EIA) to learning is analyzed. The author is concerned with how science teaching approaches are perceived by both the pupils and teachers in primary schools, and the impacts they have on performance. Also, in the article by Watson (2004), the issue of government funding private schools is discussed. The focus by the author in the article is on the Social economic Status (SES)-based approach to funding public schools. The argument developed in the article is that although the system is good, it has some weaknesses which have to be checked. Research reported in the articles The articles mentioned above were developed by different authors and through various methodologies and studies. According to Cox et al (2011, p.32) various studies were conducted to determine gender differences in both performance and participation. The authors used two sources of VCE data in their study, where published summary statistics and related databases were requested from the Victoria Curriculum and Assessment Authority (VCAA). The study by Cox et al (2011) was restricted to the field of mathematics and science which are dominated by male students. The research findings in the article indicate more male students than female students study science and mathematics examined by VCE except Psychology and Biology (Cox et al, 2011, p.43). However, it was further established that based on study scores, females students on average performed better than male students in nearly all VCE mathematics and science subjects. The general research findings in the article present male students as the best performers in mathematics and science subjects. According to Daniel et al, (2004, p.295) the article was developed after a research was conducted among eight groups of pupils from different cultural contexts. The authors worked in an inductive manner whereby they analyzed transcripts of pupils. The transcripts were analyzed based on the characteristics of a grid that represented different understanding of dialogical critical thinking in pupils between the age of 10 and 12 years. From the analysis of twenty four transcripts which represented eight groups of Mexican, Australia and Quebec pupils who formed the research population, it was clear that critical thinking does not appear in singular, but is made up of different thinking modes (Daniel et al, 2004, p.308). In actual sense, dialogical critical thinking presumes creative, responsible, logical and meta-cognitive thinking. The authors were able to acknowledge critical thinking manifested in pupils between the ages of 10 and 12 years by using all the cognitive modes. In effort to identify the positive interventions for children with chronic illness in schools, Shiu (2004) selected a sample size of 500 Department of Education and Training schools which formed 25% the schools were further stratified by district. The authors also used different literature materials in the development of two survey instruments used to facilitate the study (Shiu, 2004, p.243). The research report provided in this article indicates that students encounter various illnesses like hydrocephalus and cerebral palsy. However, some students acquire chronic illness complications more so respiratory infections which need constant medical attention. Some children were found to bear more than one sickness. However, in situations where schools had many students, it could not allow the authors to get the right statistics about chronic illness. This could in one way or another hinder the development of accurate statistics. In the article “Teaching about science teaching and learning through an experimental inquiry approach”, by Suen (2004) various concerns are raised as far as Experimental Inquiry Approach (EIA) in teaching science subjects is concerned. In some cases, EIA is not applied in teaching due to lack of resource for performing experiments. Another issue that emerged is the time factor, where the respondents thought that EIA is not effectively utilize in teaching because it consumes a lot of time (Suen, 2004, p.192). Some respondents had the view that teachers or heads of schools determine whether EIA is to be used in teaching. Generally the article indicates that in order to have successful experiments in schools, they have to be performed in a manner which is simple, manageable, safe and easy to undertake (Suen, 2004, p.192). The author developed this article after conducting a research in schools. Questionnaires were distributed among students to get their views about the science subject and teaching and learning experiences they go through. The author also used open-ended survey where the participants gave their views on use of EIA (Suen, 2004, p.186). Watson (2004) used a case study for reformed Socio-economic Status (SES) funding scheme that was based on the retention of SES index to write the article. According to the research findings by the author, SES-based index is a reliable, superior and transparent system of grading private schools compared to the former ERI-based funding system (Watson, 2004, p.236). However, the author notes that there are two limitations of the SES-based system that need to be investigated: its bias towards schools in the country side and its failure to consider private sources of income other than tuition fees (Watson, 2004, p.236). Research methods The research methods used by the authors to develop their respective articles definitely have advantages and disadvantages. The main research methods used include secondary sources of information like the VCE data and transcripts, surveys, and questionnaires. In the article of Cox et al (201, p.43) the research was solely based on statistical data from the VCE between 1994 and 1999. This is only a period of five years. The issue of the time scope may not be a problem, but the concern is period of the research. The statistical data used in the research may not accurately represent the current situation. The research also concentrated basically on mathematics and science subjects which are dominated by male students. This presents a bias against female students whose strengths are in other fields of studies. I would expect the authors to create a comparison in respect to science subjects as well as non-science subjects. This also applies to Daniel et al (2004, p.295) research that was based on analysis of students’ transcripts. The authors did an analysis of only twenty four transcripts which represented eight groups of Mexican, Australia and Quebec. Whether these were the only cultural groups in the school it is not stated. Otherwise, if there were more than the three cultural groups, then the authors should have considered if not all the groups two thirds of the existing groups. As indicated above, some authors use surveys to gather information for their articles. For instance, Shiu (2004, p.243) used survey to research on chronic illness in various schools. Most of the surveys were face to face where the authors had to go to the schools and gather information from students and teachers. Through face to face surveys, the researchers were able to get good response rates as well as observing the attitude of respondents. There was also likelihood to conduct longer interviews thus exploring the issues into depth. However, there is a possibility that the authors who used surveys to collect information incurred more cost and spent more time. The greatest weakness is the likelihood to develop a non-representative sample. Questionnaires were also used in collect information. Suen (2004, p.186) used questionnaire in his research. This is a relatively cost effective way of conducting research, and data has been quantified, it can facilitate comparison and contrast other research as well as measure change. However, the method lacks validity. Implications Research has tried to identify various explanations for different issues concerning education. Findings in the articles discussed above have implications for all stakeholders that should be considered in order to enhance effective education in schools. Achievement in science subjects and mathematics may be related to the interest and self-concept of students and just on gender. Students and pupils with critical thinking skills are more likely solve problems they encounter in their learning experiences more easily. Understanding the difficult issues in delivery of educational services to learners enhances more planning and programming to ensure that students or pupils have equal access to education outcomes. Exposing students to experimental inquiry approach to learning may lead to better educational outcomes. Alignment of government policy with the socio-economic status (SES) funding scheme would ensure equality to students from all cultural backgrounds. Recommendations Education experiences should be designed to exert confidence among female students with regard to use of science knowledge and skills. All the stakeholders in education including parents, teachers and students should work in collaboration to promote a good environment for learning. Teachers should encourage students to engage in experimental inquiry approach of learning for better understanding of concepts in the textbooks. Government support is expected in educational institutions with the application of policies that enhances equality to all learners. Conclusion It is evidence that many issues affect education in schools raising various controversies as seen in the articles above. The first issue that emerged after analyzing the articles is the perception towards mathematics, science and gender whereby male are considered the best performers in this particular field of study. The issue of chronic illness in schools, critical thinking in problem solving, approaches to learning and government support for private schools are the main concerns in the article. All these issues have to be considered in order to promote good learning environment for students and pupils in educational institutions. References Cox, Peter J., Gilah C. Leder, and Helen J. Forgasz. "Victorian Certificate of Education: Mathematics, science and gender." Australian Journal of Education 48.1 (2004): 27-46. Daniel, M., Splitter L. Slade C. Lafortune L. Pallascio R and Mongeau P. “Dialogical critical thinking: Elements of definitions emerging in the analysis of transcripts from pupils aged l0 to l2 years.” Australian journal of education 48. 3 (2004): 295-313. Shiu, Shiona. "Positive interventions for children with chronic illness: Parents' and teachers' concerns and recommendations." Australian Journal of Education 48.3 (2004): 239-252. Suen, Ma Hon. "Teaching about science teaching and learning through an experimental inquiry approach." Australian journal of education 48.2 (2004): 182-198. Watson, Louise. "Don't throw out the baby with the bathwater: The case for a reformed SES funding scheme." Australian journal of education 48.3 (2004): 227-238. Read More